Iowa Core: Listen for information & understanding Real-World Application: Mastering these listening & interaction skills will help you get along in school, home, work, and society.
>Tuesday 8/17:
Grab a notebook/journal from your class box; grab a few markers, colors, etc. to decorate the front cover or sheet of your journal (including your name); and then, on the inside of your notebook, introduce yourself by telling what you feel is important for me to know.
>Mrs. Hartwig's Introduction
>View and discuss semester schedules, normal class routines, wiki, and work expectations.
Describe what you feel respect is all about. Use specific examples - words, actions, thoughts - of what is and is not respectful to you. What speech and behavior help you feel respected? What speech and behavior make you feel disrespected?
>Discuss group discussion/group work & its significance in this class
>Community building activities to determine class rules
>Each group come up with a typical situation that happens in school each week and design a role play with both a respect and disrespect outcome - then discuss different actions
>Thursday 8/19:
Silent Reading 10 minutes
>Continue community building to determine class rules
>Consider what “rules,” as society defines them, are helpful in creating a good, safe, comfortable, and productive classroom
>In groups, decide what you would like included in our classroom agreement
Which “behaviors” from above? What about student-to-teacher expectations? What about teacher-to-student expectations?
>Compose & print out contract of class rules for students/parents to sign
DUE TOMORROW - Classroom Compact - Everyone bringing back their classroom compact signed by both student and parent will get the full 10 points AND a TREAT!
>Friday 8/20:
Introduction
Iowa Core: Use a variety of skills and strategies to comprehend complex nonfiction & informational text.Real-World Application: Developing reading strategies and your reading-writing connections improves all your comprehension skills, whether it is in English, math, history, newspaper reading, work, or whatever you read and write about in the real world.
Iowa Core: 1) Use an effective writing process, 2) Write on demand, 3) Adhere to conventions generally established in spelling, punctuation, grammar, usage, syntax, and style Real-World Application: Developing and mastering grammar and writing skills increases your ability to effectively communicate in all other classes, in addition to work, civic, and personal life situations both now and as an adult.
>Monday 8/23:
"What Adults Can Learn From Babies"
2 things to remember when using Achieve3000:
1) Make sure your browser has allowed pop-ups from Empower3000.com;
2) Resize your window so that when you get to the Thought Question you will be able to refer to and see the pop-up window that will show the article you are writing about.
J: What do we, as babies, learn about communicating from our families and caretakers? What are some of the phrases you speak in your family that you haven't heard other people speak? What are some phrases or ways of speaking you've heard other families speak that you and your family never say?
>Discuss importance of grammar as it relates to lax communication today (LOL, r we BFFs? brb) versus formal and business communication today.
>Grammar Games (Label Parts of Speech - Basketball Style)
>Thursday 8/26:What kind of writing have you had to do in previous grades? What kind of organization, pre-writing, and research have you used? How difficult or easy is writing for you? Why? What are your strengths and weaknesses in writing?
>Discuss the writing process and 6-traits writing (terms and rubrics).
Iowa Core: Using a variety of skills & research-based strategies to comprehend and interpret literary text, such as evaluating text to include character motivation and literary devices and analyzing literature based on literary elements of setting, plot, characterization, theme, mood, point of view, tone, etc. Real-World Connection: Being able to develop your knowledge of literature and the language used to interpret it will strengthen your focus on language used in both your independent reading and the music you listen to every day, which will enrich your understanding and enjoyment of both.
>Find the literary terms in today's music:
**"Drops Of Jupiter"** lyrics Songwriters: Hotchkiss, Robert S; Monahan, Pat; Stafford, James W; Underwood, Scott Michael; Colin, Charlie; Now that she's back in the atmosphere With drops of Jupiter in her hair, hey She acts like summer and walks like rain Reminds me that there's a time to change, hey Since the return from her stay on the moon She listens like spring and she talks like June, hey, hey But tell me, did you sail across the sun? Did you make it to the Milky Way To see the lights all faded And that heaven is overrated? Tell me, did you fall for a shooting star? One without a permanent scar...
>Create a LITERARY TERMS poster of your literary term(s) and begin copying information in the LITERARY TERMS poster passing game
>Tuesday 8/31:
Silent Reading 10 minutes
Perspective... it's all in how you look at it.
>What can you see from where you are?
+Take a quarter sheet and, from your seat, SILENTLY write down a description of the object uncovered before you; write in detail what you see from your vantage point.
+Class discussion about our DESCRIPTIONS and our PERSPECTIVE of the object
>What can you see when you look through a special lens?
+Now number off 1 through 5.
+REMAIN SILENT
+Ones, analyze the object now from the lens of a humanist - looking for anything relating to humans, their needs, and their desires.
+Twos, analyze the object now from the lens of an environmentalist - looking for anything relating to nature and our environment.
+Threes, analyze the object now from the lens of an economist - looking for anything relating to goods, materials, production, and wealth
+Fours, analyze the object now from the lens of religion - looking for anything relating to religion, spirits, and powers.
+Fives, analyze the object now form the lens of a mathematician - looking for anything relating to numbers, geometrics, problems, and solutions.
+Class discussion on FINDINGS and PERSPECTIVES.
Write what you know about how people communicated before the Internet (around 1990) and even the printing press (1440). What forms of writing do you know or have you heard about? How did stories get passed from generation to generation?
>In pairs, research "The Epic of Gilgamesh." Include in your research the following elements:
*authorship
*setting
*historical significance
*writing form
>Prepare a PowerPoint (with proper citations) to present your information to the class
*There is no minimum number of slides, just a minimum number of elements to include, as shown above. *You may look at Wikipedia, but please be creative in your research, using other sites as sources; otherwise, everyone's PowerPoints will look the same. *Use your good research skills and ask the Who, What, When, Where, Why & How questions about all the content elements. *On the last page of your PowerPoint, you must copy and paste the URL of all the sites/sources you used.
Thursday, 9/9
*
*Sign out a laptop.
*Log on student/student.
*Make sure you're on Room 303 airport.
*
>Continue Researching facts about "The Epic of Gilgamesh"
>In pairs, begin reading "The Epic of Gilgamesh" and complete the following:
>As you read, use stickie notes to annotate your text for the following:
++figurative language
++archetypes
++trouble spots
++questions
++personal/real-world connections
>Complete the Figurative Language handout with the figurative language you find in your reading of "The Epic of Gilgamesh."
Figurative Language handout & archetype list DUE WEDNESDAY
Wednesday, 9/15
Describe the plot of "The Epic of Gilgamesh."
>Continue reading, in pairs, "The Epic of Gilgamesh."
>Continue annotating.
>Using your archetype handouts from earlier this week, search and record (on a separate sheet of paper) as many archetypes as you can find (the winning pair gets a prize on Wednesday!)
Describe the plot of "The Epic of Gilgamesh" as you now know it.
>Review the plot and student annotations for discussions
"The Epic of Gilgamesh" Text
>Discuss annotations from your reading:
++ trouble spots
++ questions
++ connections
++ figurative language
++archetypes
Archetype winners get a TREAT!
"The Epic of Gilgamesh" TEST MONDAY
Week 6 - September 20-24 - The Iliad
Monday, 9/20
Get with a partner for 5 minutes of review for test.
"The Epic of Gilgamesh Test"
>Moving ahead over 1,500 years from The Epic of Gilgamesh to Homer
>Get in pairs to research Homer, The Iliad, and the Trojan War background.
>What do you remember from The Odyssey (who was in it, when was it)?
>Answer the Who, What, When, Where, Why & How of The Iliad
>What do we know about Homer?
>Make the connections about how it all fits together
>Choose either a PowerPoint or a poster, and be ready to present your findings Wednesday in class in a 2-3 minute presentation
>Your presentation will be graded on information about the following elements: 1) Homer, 2) Origin of the Trojan War, 3) The Iliad, 4) The Trojan Horse, 5) The Odyssey, 6) How it all fits together
Tuesday, 9/21
Silent Reading (10 minutes)
>Homer's The Iliad
>In your pairs from yesterday, continue researching The Iliad and the Trojan War background.
>What do you remember from The Odyssey?
>Answer the Who, What, When, Where, Why & How of The Iliad
>Make the connections
>Be ready to present your findings tomorrow in class on either a poster or a PowerPoint in a 2-3 minute presentation.
>Your presentation will be graded on information about the following elements: 1) Homer, 2) Origin of the Trojan War, 3) The Iliad, 4) The Trojan Horse, 5) The Odyssey, 6) How it all fits together
Wednesday, 9/22
>Get the laptop your PowerPoint is on.
>Join your partner in reviewing your presentation.
By Monday, bring back your signed permission slip to watch the film Troy;
without the permission slip, you will be unable to watch the movie next week.
Week 9 - October 11-15 - The Iliad, Battles & Writing with Similes
Monday, 10-11
Pre-write: Think about a battle you have either witnessed or have been a part of (either man vs. nature, man vs. society, man vs. man, or man vs. self). You will be describing this battle in at least 200 words, using at least one Homeric simile.
1) Pre-Write due Tuesday, 10-12
2) Final battle essay due Friday, 10-15
>View 35 minutes of Troy
Tuesday, 10-12
Rough Draft: Put your pre-write information about a battle you have either witnessed or have been a part of (either man vs. nature, man vs. society, man vs. man, or man vs. self) into rough draft form on the computer. Incorporate at least one Homeric simile in at least 200 words, and use either 1st person or third person point of view.
Pre-Write of battle essay due today
1) Rough Draft due Thursday, 10-14
2) Final battle essay due Friday, 10-15
>View 30 minutes of Troy
Wednesday, 10-13
Revise: Revise your essay about a battle you have either witnessed or have been a part of (either man vs. nature, man vs. society, man vs. man, or man vs. self), making sure you have incorporated at least one Homeric simile in at least 200 words, concentrating on the picture you are creating with your words.
1) Rough draft of battle essay due Thursday, 10-14
2) Final battle essay due Friday, 10-15
>View portions of Troy
Thursday, 10-14
Peer Review/Edit: Peer review at least three of your classmates' battle essays, making sure you 1) stay positive and write a specific strength of your peers’ essays, 2) offer specific suggestions on wording, logic, organization, and content, and 3) note grammatical corrections you feel necessary in the essays
Rough Draft of battle essay due today
>Final battle essay (and your peer review/edit sheet) due Friday, 10-15
>(If not done on Friday, you will be completing that instead of completing the movie.)
Friday, 10-15
>Final battle Essay (along with your peer review/edit sheet) is DUE TODAY by end of class
>(If it is not done when you get to class, you will be completing your essay rather than watching the movie.)
Wednesday, 10-20(2-hour early dismissal for P-T Conferences)
>MY APOLOGIES, but I still have NO VOICE.
>THANK YOU FOR YOUR PATIENCE AND COOPERATION TODAY!!
>In an attempt to hopefully have a voice for this afternoon and evening's P-S-T conferences, I will not be speaking today.
>Please grab a Unity of Action packet and either 1) read and study it silently or 2) read and study it with a partner VERY QUIETLY.
>Realize that understanding the plot of this complex work is essential to not only your understanding of the actual text but to your enjoyment and engagement when we read/perform it next week.
And yes, Oedipus blinds himself by gouging out his eyes with the pin of a brooch from his mother's/wife's gown when he makes his anagnorisis (critical discovery) that he had previously been blind to all his life.
>When you are done with the Unity of Action packet, please either read silently or work on your Oedipus Cartoon that is DUE TOMORROW
+Why did Atticus say, "Simply because we were licked a hundred years before we started is no reason for us not to try to win"?
+Does Harper Lee's work promote or undermine the prevailing power structures of the time and place in which it was written/published?
Wednesday, 11-10
Read Chapters 12 & 13
J: Ch 10-11 - What connection might there be between what is required of Atticus to shoot the mad dog and what is required of him to defend Tom Robinson?
<With a partner, read through "Freedom's Plow," discussing the following two questions:
What connections can you make between Langston's Hughes's "Freedom's Plow" written in 1943 and and Harper Lee's To Kill a Mockingbird published in 1960?
What can the works teach us about specifics of African-American heritage, culture, and experience?
<After you have read and discussed the poem and questions, write a well-developed paragraph explaining your opinions (due tomorrow).
Friday, 11-12
"Freedom's Plow" Reflection DUE TODAY
Pick up a Trial Guide to use during this weekend's reading
J:Ch. 14 & 15 - In your reading for today, Scout unwittingly prevents the Old Sarum mob from taking and lynching Tom Robinson. What is your understanding of what lynching was all about? Further, what was your emotional reaction to lynching the first time you heard of it or saw a picture of a lynching? (Keep your journals for later reflection.)
Billie Holiday Image found at <content.answers.com/main/content/img/amg/pop_albums/cov200/dre300/e355/e35513m2htv.jpg>
*PLEASE BE PREPARED FOR GRAPHIC IMAGES*
J: After discussing lynching and viewing the "Strange Fruit" video clip, what reactions do you have to lynching? What reactions do you have to the history of Jim Crow laws? What reaction do you have to "the South"? What reaction do you have to the fact that the Old Sarum mob came to exact their own punishment on Tom Robinson?
Topic: What was going through your (Tom's) mind during the testimony of Bob and Mayella Ewell and what you are going to say when Atticus questions you
Silent Reading
>Chapters 17-19 VOCABULARY
>CONSIDER YOUR FINAL PROJECT FOR To Kill A Mockingbird & RECORD TOMORROW<
Begin watching 1962 film To Kill a Mockingbird
Wednesday, 11-17
Read Chapters 22 & 23
"She Did What Was Right" DUE BY FRIDAY
Silent Reading (10 minutes)
>RECORD FINAL PROJECT WITH MRS. HARTWIG TODAY
>Then & Now Connection: trials and the court system
>Trial Guide Review
Thursday, 11-18
Read Chapters 24 & 25
"She Did What Was Right" DUE BY FRIDAY
Silent Reading (10 minutes)
Trial Quiz (Chapters 16-21)
Continue watching film
Friday, 11-19
Read Chapters 26 & 27
"She Did What Was Right" DUE TODAY
>Chapters 22-25 Quiz
J: Ch. 24-25 - Why did Scout say, "Atticus had used every tool available to free men to save Tom Robinson, but in the secret courts of men's hearts Atticus had no case. Tom was a dead man the minute Mayella Ewell opened her mouth and screamed"? Justify your opinion.
Silent Reading (10 minutes)
>RECORD FINAL PROJECT WITH MRS. HARTWIG TODAY<
Continue watching film
Week 15 - November 22-24 Harper Lee's To Kill a Mockingbird
Monday, 11-22
Read Chapters 28 & 29
Silent Reading (10 minutes)
RECORD FINAL PROJECT WITH MRS. HARTWIG TODAY
>Then & Now Connection: The Psychology of Society - a review of what the trial did to Maycomb
+Do you feel Harper Lee's text and narration infers she was sympathetic to the plight of African Americans?
+What types of relationships exist in the text
+Are there any inner conflicts within characters?
+How are these conflicts revealed?
+How are these conflicts dealt with?
+Are they ever resolved?
> (if time allows) We get a good idea of the inner conflicts and change in maturity within Scout since she is the narrator; however, what conflicts and changes does Jem encounter?
+In groups of twos or threes, read one of the following scenes and prepare a monologue by Jem to describe the inner conflict he is dealing with and his resolution:
++Chapter 7 (middle of 61 to 63) about Nathan Radley’s explanation of the tree
++Chapter 11 (middle of 110 to 112) about Atticus’s punishment of reading to Mrs. Dubose
++Chapter 14 (139 to 141) about Dill running away from home
++Chapter 26 (middle of 244 to 247) about Jem's reaction to Scout when she talks about Miss Gate's comments about Hitler
Tuesday, 11-23
Read Chapters 30 & 31
>Our Chapters 26-29 Quiz is to think of two interesting connections in each chapter and write them down legibly in the form of a question (8 in all). Then turn your paper over, get out your book, locate the answer to those 8 questions, and write down the answer and its corresponding page number on the back of your paper.
>Touch base with Mrs. Hartwig about your final project status<
Review Climax of our story
>Then & Now Connection: To look through the Feminist Lens, consider the following three main areas of study/points of criticism:
1. differences between men and women
++does the basic assumption that gender determines everything (including values and language) hold true in Lee's text?
++Do you feel there would be any differences in the topics or issues written about in this text had Lee been a man rather than a woman?
2. women in power or power relationships between men and women
++Do the women in this text have any power? If so, what type of power and over what does that power reign?
++What are the divisions of labor and economics between men and women in this text?
3. the female experience
++what aspects of feminine life are included in the work?
++contrast the traditional view that women are dependent on men for everything and analyze what situations and characters show male dependence on females.
>In small groups, read/scan one of the following chapters: 9, 13, 14, 23, and 29. Identify, discuss, and document comments made by Scout, Atticus, Jem, Calpurnia, and Aunt Alexandra that illustrate the role that Aunt Alexandra plays in Scout’s development as a Southern young lady. Each group will present its list and explanations to the class.
Continue watching film
Wednesday, 11-24
Bring final project on Monday 11/29/10 - DON'T FORGET!!!
J: Ch. 30-31 - Reader Response Criticism: What is your emotional response to Harper Lee's work, specifically how she ends the story? What is your intellectual response to the work and its themes?
HAND IN.
>Review book ending
>Explore Symbolism of the mockingbird
>Share reactions
Continue watching film
Thursday, 11-25 - NO SCHOOL- HAPPY THANKSGIVING!
Friday, 11-26 - NO SCHOOL - HAPPY THANKSGIVING
Week 16 - November 22-24 Harper Lee's To Kill a Mockingbird wrap up with Final Projects
Monday, 11-29
Symbolism Worksheet Due Today
Silent Reading (10 minutes)
Student presentations of Final Projects
Tuesday, 11-30
Student presentations of Final Projects
Continue watching film
Wednesday, 12-1
Grammar: Inductive Reasoning Style
Continue watching film
Thursday, 12-2
Silent Reading (10 minutes)
Choose a favorite activity to describe
in a well-developed, expressive paragraph
Grammar: Exercise Your Expression
Friday, 12-3
Grammar: Express Yourself
Sign out a laptop and take your paragraph from yesterday and use your expression
skills that you exercised yesterday to revise it so you can share it with the class.
Continue watching film
Week 17 - December 6-10 John Steinbeck's Of Mice and Men
Monday, 12-6
>A Look at the 1930s, the Dust Bowl & the Migrant Worker
Introduction to John Steinbeck and Of Mice and Men
Introduction to the Writing Lab: Understanding our Purpose:
Pick one of the issues in Of Mice and Men that you have a solid opinion about. Begin composing your position paper by beginning with a well-developed paragraph identifying your chosen issue and explaining your position on that issue. This paragraph will be the introductory paragraph of your position paper, which is the final grade you will receive for the Of Mice and Men unit. Then begin developing the body of your position paper on the issue you have chosen to write about by supporting your opinion with textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion.
>Discourse Conventions to remember for Literary Position Paper:
You MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing).
When writing about literature, always write in present tense (Slim drowns four puppies because… NOT Slim drowned four puppies because…).
Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).
Include a thesis statement that clearly sets forth your opinion about a meaningful theme of the literary work.
Include both an introduction that introduces the book and includes your thesis as well as a conclusion that reiterates your thesis.
Avoid summarizing the plot; instead, use examples that you explicitly connect to your opinion by showing how they support your opinion.
Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.
MLA formatting, header, 12-pt. font, double spaced with one return between everything
Tuesday, 12-7
DUE TOMORROW: Chapter 1 Summary
Get an Of Mice and Men book and a reading guide and leaf through each to familiarize yourself with them.
Begin Read Aloud of Steinbeck's Of Mice and Men - Chapter 1
>Complete Chapter 1 Reading Guide during reading
Silent Reading (10 minutes)
Wednesday, 12-8
DUE TOMORROW: Chapter 2 Summary
Chapter 1 Summary Due TODAY
Read Aloud of Steinbeck's Of Mice and Men - Chapter 2
+Mrs. Hartwig will begin the read aloud.
+Student pairs will finish the read aloud of Chapter 2.
>Complete Chapter 2 Reading Guide during reading
Silent Reading (10 minutes)
Thursday, 12-9
DUE TOMORROW: Chapter 3 Summary by end of class
Chapter 2 Summary Due TODAY
Read Aloud of Steinbeck's Of Mice and Men - Chapter 3
+Mrs. Hartwig will begin the read aloud.
>Complete Chapter 3 Reading Guide
Silent Reading (10 minutes)
Friday, 12-10
DUE TODAY: Chapter 3 Summary by end of class
>Complete read aloud of Steinbeck's Of Mice and Men - Chapter 3
>Complete Chapter 3 Reading Guide during reading
>Review Position Paper Support
Silent Reading (10 minutes)
Week 18 - December 13-17 John Steinbeck's Of Mice and Men
Monday, 12-13
DUE TOMORROW: Chapter 4 Summary
>Complete read aloud of Steinbeck's Of Mice and Men - Chapter 4
>Complete Chapter 4 Reading Guide during reading
>Review Position Paper Support
Silent Reading (10 minutes)
Tuesday, 12-14
DUE TOMORROW: Chapters 5 & 6 Summary
Chapter 4 Summary Due TODAY
Complete read aloud of Steinbeck's Of Mice and Men - Chapters 5 & 6
>Complete Chapter 5 Reading Guide during reading
>Discuss Resolution of story
>Discuss Themes from Steinbeck's book.
+Mercy Killings
+Treatment of Mentally Handicapped People
+Objectification of Women
+Need for Friendship
+Loneliness
+The Search for the American Dream
+Class Conflict
+Weak vs. Strong
+Racism
>Review Position Paper Support
Silent Reading (10 minutes)
Wednesday, 12-15
Chapters 5 & 6 Summary Due TODAY
2nd Reading Annotation DUE TONIGHT by midnight
Pick one of the issues in Of Mice and Men that you have a solid opinion about. Begin composing your position paper by beginning with a well-developed paragraph identifying your chosen issue and explaining your position on that issue. This paragraph will be the introductory paragraph of your position paper, which is the final grade you will receive for the Of Mice and Men unit. Then begin developing the body of your position paper on the issue you have chosen to write about by supporting your opinion with textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion.
>Discourse Conventions to remember for the Literary Position Paper:
You MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing).
When writing about literature, always write in present tense (Slim drowns four puppies because… NOT Slim drowned four puppies because…).
Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).
Include a thesis statement that clearly sets forth your opinion about a meaningful theme of the literary work.
Include both an introduction that introduces the book and includes your thesis, as well as a conclusion that reiterates your thesis.
Avoid summarizing the plot; instead, in the body of your paper use examples that you explicitly connect to your opinion by showing how they support your opinion.
Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.
MLA formatting, header, 12-pt. font, double spaced with one return between everything
You may begin typing your paper, saving it on your server file when done, and then when done you may use this time to complete your second annotation, which is due tonight by midnight.
If done with paragraph and annotation, please read silently.
Thursday, 12-16
Of Mice and Men Test
Pick up a Position Paper Rubric and review it for requirements.
On a 1/4 sheet, write down the discourse conventions for your assigned position paper.
Revision Workshop
>>THIS IS A SILENT ACTIVITY<<
>You will receive a peer's revised position paper about an issue presented in Of Mice and Men. While reading the paper, identify your peer's issue and his/her stance and justification (reasoning) on that issue in a one to two-sentence summary. You will review and evaluate a total of three peers' papers. Keep each evaluation with each corresponding paper.
>As you evaluate each peer’s paper and his or her examples and justifications, ask yourself these questions:
Are there enough examples (at least 3)?
Are the examples explicitly connected in a way that supports their opinion?
Do they make sense?
>After your paper has been reviewed three times, Mrs. Hartwig will return your paper, at which point you will review the evaluations, consider any dissonance between your justifications and your peers' understanding. Think through these areas that need clarification. Then revise accordingly in order to further develop your position paper.
> Hand in revision and evaluations.
Friday, 12-17
You may quietly get a computer, pull up your rough draft, and sit quietly at your desk for our revision workshop to begin. Thank you.
Revision Workshop
>>THIS IS A SILENT ACTIVITY<<
1. You will work your way around to three of your peers' papers (one at a time). Read your peer’s papers and question and make suggestions regarding the organization and clarity of the paragraph. Is the organization of your peer's paper strong? Does the introduction introduce the book? Does the introduction introduce the theme/issue? Is there an obvious thesis/position statement? Does the textual evidence flow logically or jump around? Is there enough textual support? Is there an introduction, body of support, and a conclusion that reiterates their opinion? Remember: you are helping your peers strengthen their papers, just like your peers are helping YOU, so offer productive and constructive suggestions. Hand in each evaluation.
2. You will then review your peers' three suggestions and your paper. Review the comments and consider any apparent dissonance between your intended message and your peers' understandings and reception of your message. Then revise your paper and hand in.
Begin watching film
Week 19 - December 20-25 John Steinbeck's Of Mice and Men
Monday, 12-20
>>THIS IS A SILENT ACTIVITY<<
Silently get a computer, pull up your rough draft, put your peer review sheet next to it, and sit silently at your desk for our revision workshop to begin. Thank you.
Revising Workshop
1. Mr. Hartwig will give the cue to move to one of your peers' computers/papers. Review your peer's paper for clarity, noting strengths (compliments), points of improvement in organization, examples, explanations, etc. (suggestions), and grammar and typo corrections that are necessary. You will review two of your peers' papers.
2. After your evaluations are complete, move back to your own computer. Consider your peers' suggestions and revise and edit your own paper for the LAST TIME
3. When done with your final revision, please print to Hartwig Room 303 printer and hand in with your peer review sheets for grading. Good Job!!!
Continue watching film
Tuesday, 12-21 - Semester Exams for periods 1, 3, 5 & 7
Complete watching film
Wednesday, 12-22 - Semester Exams for periods 2, 4 & 6
Complete watching film
Enjoy a very merry, blessed, and relaxing Christmas break!!
Week 1 - August 17-20 - Know the Show:
Iowa Core: Listen for information & understanding Real-World Application: Mastering these listening & interaction skills will help you get along in school, home, work, and society.>Tuesday 8/17:
>Mrs. Hartwig's Introduction
>View and discuss semester schedules, normal class routines, wiki, and work expectations.
>Discuss classroom integrity.
>Read aloud and share introductions.
>Look for independent reading book
>Wednesday 8/18:
>Discuss group discussion/group work & its significance in this class
>Community building activities to determine class rules
>Each group come up with a typical situation that happens in school each week and design a role play with both a respect and disrespect outcome - then discuss different actions
>Thursday 8/19:
>Continue community building to determine class rules
>Consider what “rules,” as society defines them, are helpful in creating a good, safe, comfortable, and productive classroom
Behavior (to classmates & teachers), Speech, Work ethic, Gum/candy/drinks, iPods, Bathroom. ????>In groups, decide what you would like included in our classroom agreement
Which “behaviors” from above? What about student-to-teacher expectations? What about teacher-to-student expectations?>Compose & print out contract of class rules for students/parents to sign
>Friday 8/20:
Iowa Core: Use a variety of skills and strategies to comprehend complex nonfiction & informational text.Real-World Application: Developing reading strategies and your reading-writing connections improves all your comprehension skills, whether it is in English, math, history, newspaper reading, work, or whatever you read and write about in the real world.
>Discuss Iowa Core & its relevance to students
>Interest Inventory http://www.quia.com/sv/333585.html
Week 2 - August 23-27 - Show the Know:
Iowa Core: 1) Use an effective writing process, 2) Write on demand, 3) Adhere to conventions generally established in spelling, punctuation, grammar, usage, syntax, and styleReal-World Application: Developing and mastering grammar and writing skills increases your ability to effectively communicate in all other classes, in addition to work, civic, and personal life situations both now and as an adult.
>Monday 8/23:
2 things to remember when using Achieve3000:
1) Make sure your browser has allowed pop-ups from Empower3000.com;
2) Resize your window so that when you get to the Thought Question you will be able to refer to and see the pop-up window that will show the article you are writing about.
>Tuesday 8/24:
>Grammar Matters - Make the Connection:
J: What do we, as babies, learn about communicating from our families and caretakers? What are some of the phrases you speak in your family that you haven't heard other people speak? What are some phrases or ways of speaking you've heard other families speak that you and your family never say?
>Discuss importance of grammar as it relates to lax communication today (LOL, r we BFFs? brb) versus formal and business communication today.
>Wednesday 8/25:
>Grammar Matters continued: What do you know about GRAMMAR?
>Grammar Games (Label Parts of Speech - Basketball Style)
>Thursday 8/26:
What kind of writing have you had to do in previous grades? What kind of organization, pre-writing, and research have you used? How difficult or easy is writing for you? Why? What are your strengths and weaknesses in writing?
>Discuss the writing process and 6-traits writing (terms and rubrics).
#2: DUE AT BEGINNING OF CLASS FRIDAY - Complete your writing assignment according to your own R.A.F.T. idea
>Friday 8/27:
>Writing Process Activity
Week 3 - August 30-September 3 - LITERARY CRITICISM & LITERARY TERMS
>Monday 8/30:
>Intro to literary terms
Iowa Core: Using a variety of skills & research-based strategies to comprehend and interpret literary text, such as evaluating text to include character motivation and literary devices and analyzing literature based on literary elements of setting, plot, characterization, theme, mood, point of view, tone, etc.
Real-World Connection: Being able to develop your knowledge of literature and the language used to interpret it will strengthen your focus on language used in both your independent reading and the music you listen to every day, which will enrich your understanding and enjoyment of both.
>Find the literary terms in today's music:
**"Drops Of Jupiter"**
lyrics Songwriters: Hotchkiss, Robert S; Monahan, Pat; Stafford, James W; Underwood, Scott Michael; Colin, Charlie;
Now that she's back in the atmosphere
With drops of Jupiter in her hair, hey
She acts like summer and walks like rain
Reminds me that there's a time to change, hey
Since the return from her stay on the moon
She listens like spring and she talks like June, hey, hey
But tell me, did you sail across the sun?
Did you make it to the Milky Way
To see the lights all faded
And that heaven is overrated?
Tell me, did you fall for a shooting star?
One without a permanent scar...
© BLUE LAMP MUSIC; EMI APRIL MUSIC INC.;
>Create a LITERARY TERMS poster of your literary term(s) and begin copying information in the LITERARY TERMS poster passing game
>Tuesday 8/31:
Perspective... it's all in how you look at it.
>What can you see from where you are?
+Take a quarter sheet and, from your seat, SILENTLY write down a description of the object uncovered before you; write in detail what you see from your vantage point.+Class discussion about our DESCRIPTIONS and our PERSPECTIVE of the object
>What can you see when you look through a special lens?
+Now number off 1 through 5.
+REMAIN SILENT
+Ones, analyze the object now from the lens of a humanist - looking for anything relating to humans, their needs, and their desires.
+Twos, analyze the object now from the lens of an environmentalist - looking for anything relating to nature and our environment.
+Threes, analyze the object now from the lens of an economist - looking for anything relating to goods, materials, production, and wealth
+Fours, analyze the object now from the lens of religion - looking for anything relating to religion, spirits, and powers.
+Fives, analyze the object now form the lens of a mathematician - looking for anything relating to numbers, geometrics, problems, and solutions.
+Class discussion on FINDINGS and PERSPECTIVES.
>Wednesday 9/1:
Perspective continued... it's all in how you look at it
//Starry Night// by Vincent //van Gogh//reader response vs. formalism/new criticism
Guernica by Pablo Picassoarchetypal vs. new historicism
Saddam Captured, retrieved from http://www.chandrakantha.com
- Music of India
cultural
"The Problem We All Live With" by Norman Rockwell
Marxist vs. Feminist>Thursday 9/2:
Moving from the lens to the language
>Review of literary terms
>Find a LITERARY TERMS poster from Monday and begin copying information in the LITERARY TERMS poster passing game to review for TOMORROW'S QUIZ
>Now, apply that same lens to literature:
"Wrist-Wrestling Father"
"Richard Corey"
>Friday 9/3:
>Plagiarism Review & Discussion
Week 4 - September 7-10 - "The Epic of Gilgamesh" & Archetypes
Monday, 9/6 - (No School - Labor Day)
Tuesday, 9/7
>Introduction to Archetypes
>What is an archetype?
>What are some common archetypes found throughout literature?
>How can characterization affect the plot of a literary work?
>How are archetypal characters a reflection of human nature?
>Why have archetypal patterns been prevalent in literature throughout history?
>Archetypal Bingo
++ 5 across = 1 treat++ 5 diagonal = 1 treat
++ 6 down = 2 treats
++ black-out = 4 treats
Wednesday, 9/8
>In pairs, research "The Epic of Gilgamesh." Include in your research the following elements:
*authorship
*setting
*historical significance
*writing form
>Prepare a PowerPoint (with proper citations) to present your information to the class
*There is no minimum number of slides, just a minimum number of elements to include, as shown above.*You may look at Wikipedia, but please be creative in your research, using other sites as sources; otherwise, everyone's PowerPoints will look the same.
*Use your good research skills and ask the Who, What, When, Where, Why & How questions about all the content elements.
*On the last page of your PowerPoint, you must copy and paste the URL of all the sites/sources you used.
Thursday, 9/9
*
*Sign out a laptop.
*Log on student/student.
*Make sure you're on Room 303 airport.
*
>Continue Researching facts about "The Epic of Gilgamesh"
>Epic Poetry Intro
Friday, 9/10
Get out the ONE COMPUTER that has your group's PowerPoint on it & open up the PowerPoint and get ready to present.
>Student presentations of "The Epic of Gilgamesh":
>Teacher presentation on "The Epic of Gilgamesh
The pair with the best information and presentation will earn a treat.
Week 5 - September 13-17 - "The Epic of Gilgamesh"
Monday, 9/13
Tuesday, 9/14
>Annotating Skills lesson
>"The Epic of Gilgamesh" Text, page 502 of purple Literature book
>In pairs, begin reading "The Epic of Gilgamesh" and complete the following:
>As you read, use stickie notes to annotate your text for the following:
++figurative language
++archetypes
++trouble spots
++questions
++personal/real-world connections
>Complete the Figurative Language handout with the figurative language you find in your reading of "The Epic of Gilgamesh."
Wednesday, 9/15
>Continue reading, in pairs, "The Epic of Gilgamesh."
>Continue annotating.
>Using your archetype handouts from earlier this week, search and record (on a separate sheet of paper) as many archetypes as you can find (the winning pair gets a prize on Wednesday!)
Figurative Language handout DUE TODAY
Archetype list DUE TODAY
"The Epic of Gilgamesh" TEST ON MONDAY
Thursday, 9/16
>Know the Facts: "The Epic of Gilgamesh"
"The Epic of Gilgamesh" Partner Review
"The Epic of Gilgamesh" TEST MONDAY
Friday, 9/17
>Review the plot and student annotations for discussions
"The Epic of Gilgamesh" Text
>Discuss annotations from your reading:
++ trouble spots
++ questions
++ connections
++ figurative language
++archetypes
Archetype winners get a TREAT!
"The Epic of Gilgamesh" TEST MONDAY
Week 6 - September 20-24 - The Iliad
Monday, 9/20
"The Epic of Gilgamesh Test"
>Moving ahead over 1,500 years from The Epic of Gilgamesh to Homer
>Get in pairs to research Homer, The Iliad, and the Trojan War background.
>What do you remember from The Odyssey (who was in it, when was it)?
>Answer the Who, What, When, Where, Why & How of The Iliad
>What do we know about Homer?
>Make the connections about how it all fits together
>Choose either a PowerPoint or a poster, and be ready to present your findings Wednesday in class in a 2-3 minute presentation
>Your presentation will be graded on information about the following elements: 1) Homer, 2) Origin of the Trojan War, 3) The Iliad, 4) The Trojan Horse, 5) The Odyssey, 6) How it all fits together
Tuesday, 9/21
>Homer's The Iliad
>In your pairs from yesterday, continue researching The Iliad and the Trojan War background.
>What do you remember from The Odyssey?
>Answer the Who, What, When, Where, Why & How of The Iliad
>Make the connections
>Be ready to present your findings tomorrow in class on either a poster or a PowerPoint in a 2-3 minute presentation.
>Your presentation will be graded on information about the following elements: 1) Homer, 2) Origin of the Trojan War, 3) The Iliad, 4) The Trojan Horse, 5) The Odyssey, 6) How it all fits together
Wednesday, 9/22
>Join your partner in reviewing your presentation.
>Student Presentations
Thursday, 9/23
>Complete Student Presentations
>Teacher Presentation
http://ablemedia.com/ctcweb/consortium/iliadppt1.html
>How did it really begin?
"The Golden Apple"
Friday, 9/24
>The Iliad and the Trojan War time line
Week 7 - September 27-October 1 - The Iliad
Monday, 9/27
>Get the GIST (Get It Summarized Tightly)
>Researching & Learning the Plot of The Iliad
-Find a summary from the Internet of your assigned book/chapter of The Iliad.
-Read your questions essential to understanding The Iliad.
-Get the GIST of your book/chapter, making sure that anyone reading your summary will be able to answer the essential questions.
Tuesday, 9/28
Get with a partner and review for your
Trojan War Background Quiz
Wednesday, 9/29
>Type the completed summary of your book/chapter into our class summary
>Sharing & Learning the Plot of The Iliad
Thursday, 9/30
>Sharing & Learning the Plot of The Iliad
Friday, 10/1
>Sharing & Learning the Plot of The Iliad
Week 8 - October 4-8 - The Iliad
Monday, 10-4
>Sharing & Learning the Plot of The Iliad
Tuesday, 10-5
>Sharing & Learning the Plot of The Iliad
Wednesday, 10-6
>The climax of The Iliad
>Read-aloud of Book XXII "The Death of Hector"
Thursday, 10-7
>Fitting it all together
>Retelling the story of The Iliad
1) The Iliad Test on Friday
2) Bring back your signed permission slip to watch the film Troy; without the permission slip, you will be unable to watch the movie next week.
Friday, 10-8
By Monday, bring back your signed permission slip to watch the film Troy;
without the permission slip, you will be unable to watch the movie next week.
Week 9 - October 11-15 - The Iliad, Battles & Writing with Similes
Monday, 10-11
Pre-write: Think about a battle you have either witnessed or have been a part of (either man vs. nature, man vs. society, man vs. man, or man vs. self). You will be describing this battle in at least 200 words, using at least one Homeric simile.
1) Pre-Write due Tuesday, 10-12
2) Final battle essay due Friday, 10-15
Tuesday, 10-12
Rough Draft: Put your pre-write information about a battle you have either witnessed or have been a part of (either man vs. nature, man vs. society, man vs. man, or man vs. self) into rough draft form on the computer. Incorporate at least one Homeric simile in at least 200 words, and use either 1st person or third person point of view.
1) Rough Draft due Thursday, 10-14
2) Final battle essay due Friday, 10-15
Wednesday, 10-13
1) Rough draft of battle essay due Thursday, 10-14
2) Final battle essay due Friday, 10-15
Thursday, 10-14
Peer Review/Edit: Peer review at least three of your classmates' battle essays, making sure you 1) stay positive and write a specific strength of your peers’ essays, 2) offer specific suggestions on wording, logic, organization, and content, and 3) note grammatical corrections you feel necessary in the essays
>Final battle essay (and your peer review/edit sheet) due Friday, 10-15
>(If not done on Friday, you will be completing that instead of completing the movie.)
Friday, 10-15
>Final battle Essay (along with your peer review/edit sheet) is DUE TODAY by end of class
>(If it is not done when you get to class, you will be completing your essay rather than watching the movie.)
Week 10 - October 18-21 - Oedipus the King
Monday, 10-18
>Discuss tragedy terminology & importance of tragedies in society
>Oedipus The King - In the beginning...
Tuesday, 10-19
>Oedipus The King In the beginning...
Wednesday, 10-20 (2-hour early dismissal for P-T Conferences)
>THANK YOU FOR YOUR PATIENCE AND COOPERATION TODAY!!
>In an attempt to hopefully have a voice for this afternoon and evening's P-S-T conferences, I will not be speaking today.
>Please grab a Unity of Action packet and either 1) read and study it silently or 2) read and study it with a partner VERY QUIETLY.
>Realize that understanding the plot of this complex work is essential to not only your understanding of the actual text but to your enjoyment and engagement when we read/perform it next week.
>When you are done with the Unity of Action packet, please either read silently or work on your Oedipus Cartoon that is DUE TOMORROW
Thursday, 10-21 (2-hour early dismissal for P-T Conferences)
>Oedipus The King - Logical Fallacies
>Review the Logical Fallacies sheet
>Have ready for Monday three (3) of your own examples of logical fallacies you see in our world today (in relationships, media, politics, etc.)
>And HAVE A GOOD 3-DAY WEEKEND!
Friday, 10-22 - NO SCHOOL! ENJOY!
Week 11 - October 25-29 - Oedipus the King (and ITEDs)
Monday, 10-25
Tuesday, 10-26
Wednesday, 10-27
Thursday, 10-28
Friday, 10-29
Week 12 - November 1-5 Harper Lee's To Kill a Mockingbird
Monday, 11-1
1) a To Kill a Mockingbird book,
2) a reading connection packet,
3) a Webquest answer sheet.
>Begin To Kill a Mockingbird webquest by opening up the Webquest PowerPoint below and clicking on the links on each page
so it's time for our PIZZA PARTY!!!
If you did not contribute to our 100-book total
but would still like to celebrate our achievement,
please bring 75 cents by Wednesday.
Tuesday, 11-2
>Review what we learned about Harper Lee and the plot of our book from our Webquest.
>Review To Kill a Mockingbird Unit.
so it's time for our PIZZA PARTY!!!
If you did not contribute to our 100-book total
but would still like to celebrate our achievement,
please bring 75 cents by Wednesday.
Wednesday, 11-3
so it's time for our PIZZA PARTY!!!
If you did not contribute to our 100-book total
but would still like to celebrate our achievement,
please give Mrs. Hartwig 75 cents TODAY.
Thursday, 11-4
so it's time for our PIZZA PARTY!!!
If you did not contribute to our 100-book total
but paid your 75 cents, you may still enjoy pizza, and
everyone can help us celebrate this great achievement today.
>Then & Now Connection: themes
Friday, 11-5
>Then & Now Connection: class issues
>A look through the cultural lens:
+What do we learn about the culture of Maycomb in the 1930s?
+Has To Kill a Mockingbird helped to shape the culture of America? If so, in what ways?
Week 13 - November 8-12 Harper Lee's To Kill a Mockingbird
Monday, 11-8
Read Chapters 8 & 9
TKAM Issues Paragraph DUE TOMORROW
>Issues & Opinions: Where do you stand?
Tuesday, 11-9
>Then & Now Connection: racial issues
>A look through the new historical lens:
+Why did Atticus say, "Simply because we were licked a hundred years before we started is no reason for us not to try to win"?
+Does Harper Lee's work promote or undermine the prevailing power structures of the time and place in which it was written/published?
Wednesday, 11-10
J: Ch 10-11 - What connection might there be between what is required of Atticus to shoot the mad dog and what is required of him to defend Tom Robinson?
Then & Now Connection: character issues
>A look at characters:
+Who are our characters?
+Think of 2-3 personal qualities of each character shown by their words and actions.
>A look at characterization:
+What makes a person good? Bad? Strong? Weak? Mean? Nice? Hero? Villain? Popular? Outcast?
+Which characters fit each characteristic?
+What life lessons do Atticus and Calpurnia teach Scout and Jem?
+Are any of these lessons you've learned from your family and elders?
>Begin watching To Kill a Mockingbird Film Classic
Thursday, 11-11
1) Read Chapters 14 & 15
2) "Freedom's Plow" Reflection
Langston Hughes image found at
<http://drake.marin.k12.ca.us/stuwork/comacad/poets/HUGHES/CONTEXT.HTM>>Chapters 12-13 VOCABULARY
>Then & Now Connection: racial issues
>Another look through the cultural lens:
+Langston Hughes's "Freedom's Plow"
This poem makes reference to an old spiritual, "Keep Your Hand on the Plow," made most famous by Mahalia Jackson.
Mahalia Jackson image found athttp://whenevawhateva.files.wordpress.com/2009/06/mahalia-jackson.jpg
<With a partner, read through "Freedom's Plow," discussing the following two questions:
What connections can you make between Langston's Hughes's "Freedom's Plow" written in 1943 and and Harper Lee's To Kill a Mockingbird published in 1960?
What can the works teach us about specifics of African-American heritage, culture, and experience?
<After you have read and discussed the poem and questions, write a well-developed paragraph explaining your opinions (due tomorrow).
Friday, 11-12
Pick up a Trial Guide to use during this weekend's reading
Read Chapters 16 & 17
J:Ch. 14 & 15 - In your reading for today, Scout unwittingly prevents the Old Sarum mob from taking and lynching Tom Robinson. What is your understanding of what lynching was all about? Further, what was your emotional reaction to lynching the first time you heard of it or saw a picture of a lynching? (Keep your journals for later reflection.)
Lynching Statistics
"Strange Fruit
Billie Holiday Image found at <content.answers.com/main/content/img/amg/pop_albums/cov200/dre300/e355/e35513m2htv.jpg>*PLEASE BE PREPARED FOR GRAPHIC IMAGES*
J: After discussing lynching and viewing the "Strange Fruit" video clip, what reactions do you have to lynching? What reactions do you have to the history of Jim Crow laws? What reaction do you have to "the South"? What reaction do you have to the fact that the Old Sarum mob came to exact their own punishment on Tom Robinson?
Week 14 - November 15-19 Harper Lee's To Kill a Mockingbird
Monday, 11-15
Continue filling out your Trial Guide as you read
Read Chapters 18 & 19
>CONSIDER YOUR FINAL PROJECT FOR To Kill A Mockingbird & RECORD WEDNESDAY<
Extra (if time): Then & Now Connection: justice issues
+Rodney King incident
+O.J. Simpson - a reversal of power and influence
Tuesday, 11-16
Continue filling out your Trial Guide as you read
Read Chapters 20 & 21
RAFT:
Role: Tom Robinson
Audience: Wife Helen
Format: private conversation in prison cell
Topic: What was going through your (Tom's) mind during the testimony of Bob and Mayella Ewell and what you are going to say when Atticus questions you
>Chapters 17-19 VOCABULARY
>CONSIDER YOUR FINAL PROJECT FOR To Kill A Mockingbird & RECORD TOMORROW<
Wednesday, 11-17
>RECORD FINAL PROJECT WITH MRS. HARTWIG TODAY
>Then & Now Connection: trials and the court system
>Trial Guide Review
Thursday, 11-18
Friday, 11-19
J: Ch. 24-25 - Why did Scout say, "Atticus had used every tool available to free men to save Tom Robinson, but in the secret courts of men's hearts Atticus had no case. Tom was a dead man the minute Mayella Ewell opened her mouth and screamed"? Justify your opinion.
>RECORD FINAL PROJECT WITH MRS. HARTWIG TODAY<
Week 15 - November 22-24 Harper Lee's To Kill a Mockingbird
Monday, 11-22
>Then & Now Connection: The Psychology of Society - a review of what the trial did to Maycomb
Jim Crow and Tom Robinson's Trial
>A look through the psychoanalytical lens:
+Do you feel Harper Lee's text and narration infers she was sympathetic to the plight of African Americans?
+What types of relationships exist in the text
+Are there any inner conflicts within characters?
+How are these conflicts revealed?
+How are these conflicts dealt with?
+Are they ever resolved?
> (if time allows) We get a good idea of the inner conflicts and change in maturity within Scout since she is the narrator; however, what conflicts and changes does Jem encounter?
+In groups of twos or threes, read one of the following scenes and prepare a monologue by Jem to describe the inner conflict he is dealing with and his resolution:
++Chapter 7 (middle of 61 to 63) about Nathan Radley’s explanation of the tree
++Chapter 11 (middle of 110 to 112) about Atticus’s punishment of reading to Mrs. Dubose
++Chapter 14 (139 to 141) about Dill running away from home
++Chapter 26 (middle of 244 to 247) about Jem's reaction to Scout when she talks about Miss Gate's comments about Hitler
Tuesday, 11-23
>Touch base with Mrs. Hartwig about your final project status<
Review Climax of our story
>Then & Now Connection: To look through the Feminist Lens, consider the following three main areas of study/points of criticism:
1. differences between men and women
++does the basic assumption that gender determines everything (including values and language) hold true in Lee's text?
++Do you feel there would be any differences in the topics or issues written about in this text had Lee been a man rather than a woman?
2. women in power or power relationships between men and women
++Do the women in this text have any power? If so, what type of power and over what does that power reign?
++What are the divisions of labor and economics between men and women in this text?
3. the female experience
++what aspects of feminine life are included in the work?
++contrast the traditional view that women are dependent on men for everything and analyze what situations and characters show male dependence on females.
>In small groups, read/scan one of the following chapters: 9, 13, 14, 23, and 29. Identify, discuss, and document comments made by Scout, Atticus, Jem, Calpurnia, and Aunt Alexandra that illustrate the role that Aunt Alexandra plays in Scout’s development as a Southern young lady. Each group will present its list and explanations to the class.
Wednesday, 11-24
J: Ch. 30-31 - Reader Response Criticism: What is your emotional response to Harper Lee's work, specifically how she ends the story? What is your intellectual response to the work and its themes?
HAND IN.
>Review book ending
>Explore Symbolism of the mockingbird
>Share reactions
Thursday, 11-25 - NO SCHOOL- HAPPY THANKSGIVING!
Friday, 11-26 - NO SCHOOL - HAPPY THANKSGIVING
Week 16 - November 22-24 Harper Lee's To Kill a Mockingbird wrap up with Final Projects
Monday, 11-29
Tuesday, 11-30
Wednesday, 12-1
Thursday, 12-2
Choose a favorite activity to describe
in a well-developed, expressive paragraph
Friday, 12-3
Sign out a laptop and take your paragraph from yesterday and use your expression
skills that you exercised yesterday to revise it so you can share it with the class.
Week 17 - December 6-10 John Steinbeck's Of Mice and Men
Monday, 12-6
>A Look at the 1930s, the Dust Bowl & the Migrant Worker
Introduction to John Steinbeck and Of Mice and Men
Pick one of the issues in Of Mice and Men that you have a solid opinion about. Begin composing your position paper by beginning with a well-developed paragraph identifying your chosen issue and explaining your position on that issue. This paragraph will be the introductory paragraph of your position paper, which is the final grade you will receive for the Of Mice and Men unit. Then begin developing the body of your position paper on the issue you have chosen to write about by supporting your opinion with textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion.
>Discourse Conventions to remember for Literary Position Paper:
You MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing).
When writing about literature, always write in present tense (Slim drowns four puppies because… NOT Slim drowned four puppies because…).
Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).
Include a thesis statement that clearly sets forth your opinion about a meaningful theme of the literary work.
Include both an introduction that introduces the book and includes your thesis as well as a conclusion that reiterates your thesis.
Avoid summarizing the plot; instead, use examples that you explicitly connect to your opinion by showing how they support your opinion.
Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.
MLA formatting, header, 12-pt. font, double spaced with one return between everything
Tuesday, 12-7
Begin Read Aloud of Steinbeck's Of Mice and Men - Chapter 1
>Complete Chapter 1 Reading Guide during reading
Wednesday, 12-8
+Mrs. Hartwig will begin the read aloud.
+Student pairs will finish the read aloud of Chapter 2.
>Complete Chapter 2 Reading Guide during reading
Thursday, 12-9
+Mrs. Hartwig will begin the read aloud.
>Complete Chapter 3 Reading Guide
Friday, 12-10
>Complete Chapter 3 Reading Guide during reading
>Review Position Paper Support
Week 18 - December 13-17 John Steinbeck's Of Mice and Men
Monday, 12-13
>Complete Chapter 4 Reading Guide during reading
>Review Position Paper Support
Tuesday, 12-14
>Complete Chapter 5 Reading Guide during reading
>Discuss Resolution of story
>Discuss Themes from Steinbeck's book.
+Mercy Killings
+Treatment of Mentally Handicapped People
+Objectification of Women
+Need for Friendship
+Loneliness
+The Search for the American Dream
+Class Conflict
+Weak vs. Strong
+Racism
>Review Position Paper Support
Wednesday, 12-15
Chapters 5 & 6 Summary Due TODAY
2nd Reading Annotation DUE TONIGHT by midnight
Pick one of the issues in Of Mice and Men that you have a solid opinion about. Begin composing your position paper by beginning with a well-developed paragraph identifying your chosen issue and explaining your position on that issue. This paragraph will be the introductory paragraph of your position paper, which is the final grade you will receive for the Of Mice and Men unit. Then begin developing the body of your position paper on the issue you have chosen to write about by supporting your opinion with textual evidence (examples and situations from the book), as well as making real-life connections that support your opinion.
>Discourse Conventions to remember for the Literary Position Paper:
You MUST refer to the name of the book, which is either underlined (when writing) or italicized (when typing).
When writing about literature, always write in present tense (Slim drowns four puppies because… NOT Slim drowned four puppies because…).
Use literary terms to discuss your points (i.e., character, theme, setting, rhyme, point of view, alliteration, symbols, imagery, figurative language, protagonist, and so forth).
Include a thesis statement that clearly sets forth your opinion about a meaningful theme of the literary work.
Include both an introduction that introduces the book and includes your thesis, as well as a conclusion that reiterates your thesis.
Avoid summarizing the plot; instead, in the body of your paper use examples that you explicitly connect to your opinion by showing how they support your opinion.
Support your opinion with many quotations and paraphrases, but write the majority of your paper in your own words with your own ideas.
MLA formatting, header, 12-pt. font, double spaced with one return between everything
You may begin typing your paper, saving it on your server file when done, and then when done you may use this time to complete your second annotation, which is due tonight by midnight.
Thursday, 12-16
Pick up a Position Paper Rubric and review it for requirements.
On a 1/4 sheet, write down the discourse conventions for your assigned position paper.
Revision Workshop
>>THIS IS A SILENT ACTIVITY<<
>You will receive a peer's revised position paper about an issue presented in Of Mice and Men. While reading the paper, identify your peer's issue and his/her stance and justification (reasoning) on that issue in a one to two-sentence summary. You will review and evaluate a total of three peers' papers. Keep each evaluation with each corresponding paper.
>As you evaluate each peer’s paper and his or her examples and justifications, ask yourself these questions:
Are there enough examples (at least 3)?
Are the examples explicitly connected in a way that supports their opinion?
Do they make sense?
>After your paper has been reviewed three times, Mrs. Hartwig will return your paper, at which point you will review the evaluations, consider any dissonance between your justifications and your peers' understanding. Think through these areas that need clarification. Then revise accordingly in order to further develop your position paper.
> Hand in revision and evaluations.
Friday, 12-17
You may quietly get a computer, pull up your rough draft, and sit quietly at your desk for our revision workshop to begin. Thank you.
>>THIS IS A SILENT ACTIVITY<<
1. You will work your way around to three of your peers' papers (one at a time). Read your peer’s papers and question and make suggestions regarding the organization and clarity of the paragraph. Is the organization of your peer's paper strong? Does the introduction introduce the book? Does the introduction introduce the theme/issue? Is there an obvious thesis/position statement? Does the textual evidence flow logically or jump around? Is there enough textual support? Is there an introduction, body of support, and a conclusion that reiterates their opinion? Remember: you are helping your peers strengthen their papers, just like your peers are helping YOU, so offer productive and constructive suggestions. Hand in each evaluation.
2. You will then review your peers' three suggestions and your paper. Review the comments and consider any apparent dissonance between your intended message and your peers' understandings and reception of your message. Then revise your paper and hand in.
Week 19 - December 20-25 John Steinbeck's Of Mice and Men
Monday, 12-20
>>THIS IS A SILENT ACTIVITY<<
Silently get a computer, pull up your rough draft, put your peer review sheet next to it, and sit silently at your desk for our revision workshop to begin. Thank you.
1. Mr. Hartwig will give the cue to move to one of your peers' computers/papers. Review your peer's paper for clarity, noting strengths (compliments), points of improvement in organization, examples, explanations, etc. (suggestions), and grammar and typo corrections that are necessary. You will review two of your peers' papers.
2. After your evaluations are complete, move back to your own computer. Consider your peers' suggestions and revise and edit your own paper for the LAST TIME
3. When done with your final revision, please print to Hartwig Room 303 printer and hand in with your peer review sheets for grading. Good Job!!!
Tuesday, 12-21 - Semester Exams for periods 1, 3, 5 & 7
Wednesday, 12-22 - Semester Exams for periods 2, 4 & 6
Enjoy a very merry, blessed, and relaxing Christmas break!!